Use of Instructional Methods Developing Higher Order Thinking Skills by Business Studies Teachers in Eswatini

Abstract

Higher order thinking (HOTs) is the ability to transfer knowledge, think critically, and solve problems (Collins, 2014). However, there is no study conducted on the analysis of HOTs in Business Studies in the Kingdom of Eswatini yet the subject is the most poorly performed. Therefore, this study sought to determine the extent to which teachers use the instructional methods that are prescribed in the Eswatini Business Studies curriculum to develop higher order thinking skills in learners. A mixed method approach and convergent parallel design were used. Stratified random sampling technique was used to select seven teachers for participation in the study. An observation schedule having a 5-point Likert scale, face-to-face interview guide and document analysis protocol was used in data collection. Quantitative data were analysed using descriptive statistics such as mean, frequencies and percentages. Thematic analysis was used to analyse qualitative data. The findings of the study indicated that Business Studies teachers rely more on instructional methods which develop lower order thinking skills (LOTs) rather than higher order thinking skills (HOTS). The study concluded that a majority of the Business Studies teachers use Question and answer method, lecture method, and teacher-led discussion method. Question and answer method was the most used, even though teachers were asking learners closed-ended questions. Business Studies teachers did not use most of the instructional methods that are recommended for the teaching of Business Studies subject. The study concluded that the extent of using instructional methods prescribed by the curriculum to develop HOTs is inadequate and unsatisfactory. Therefore, Business Studies learners are not prepared well to succeed in EGCSE examination, the world of work and life in general. It was recommended that cluster workshops be conducted to help teachers understand how the instructional methods that potentially develop HOTS are applied using the Revised Bloom’s Taxonomy.